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1
Curebal, Fulya. "Gifted Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605685/index.pdf.
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The purpose of the present study is to investigate the differences on gifted student&rsquos attitudes toward science and their preferred classroom climate during science classes based on gender and grade level. Two questionnaires, the Test of Science Related Attitudes (TOSRA) and the Individualized Classroom Environment Questionnaire (ICEQ), were used as survey tools in this study. A group of 163 gifted and talented students among four academic levels which are eighth grade, English prep class, ninth and eleventh grade were assigned to take part in this study. The data obtained from administration of measuring instrument were analyzed by using Two-Analyses of Variance (ANOVA). Result indicated that grade level of students had a significant effect on attitudes towards science. The study found, first, lower-grade students show more positive attitudes toward science than the students at higher-grade level. Secondly, there are significant differences were found among students in their perceptions of the science classroom environment based on their gender and grade level. Female students expected more personalization than male students, higher grade students preferred to have more independence and more differentiated classroom environment than lower grade students while they are learning.
2
Peters, Murray N. "Learning preferences of gifted Chinese-Canadian and gifted Caucasian students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37610.pdf.
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Zirkelbach, Andrea Cary. "Identifying Gifted Students in Science." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1057.
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Currently, there is no standard protocol to identify students who are gifted in science. If students are identified as gifted early on in elementary school, teachers and parents can foster their interest, increasing the students’ knowledge, value, and affect as well as their willingness to re-engage science (Eccles & Wigfield, 2002; Gottfried & Gottfried, 1996; Häussler 1987; Neber & Schommer-Aikins, 2002; Osborne, 2003; Schunk, Pintrich, & Meece, 2008). In this study, a brief student identification form was developed for elementary school teachers to complete. The form was based on Hidi and Renninger’s (2006) four-phase model of interest development. The form was one piece of a more comprehensive identification protocol.
Students in grades second, third, fourth, fifth, and sixth from six Warren County elementary schools were asked to participate in this study. However, due to insufficient data, grades two and six were not used after collection. Few sixth grade teachers completed the forms and second graders did not take the ITBS.
This study primarily focused on identifying students from underrepresented populations. These six schools, Cumberland Trace, Bristow, Lost River, Oakland, Richardsville, and North Warren, were chosen based on their larger population of students who qualify for free and reduced lunch.
4
Lee, Marvin M. "Residential Schools and Gifted Students." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539272213.
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Pople, Clair Elizabeth. "Gifted Black and Biracial Students at a Predominantly White Gifted School." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.
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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health.
Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory.
Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes.
Findings indicate that:
1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs.
2. Policies and inadequate communication act as barriers for gifted Black and Biracial students.
3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist.
The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
6
Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.
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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
8
Бороліс, І. І. "How to work with gifted students." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18231.
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Rodriguez, Charron. "STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/431.
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This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student surveys, observational data via the Behavioral Observation of Students in Schools instrument, and teacher interviews. The short response portion of the student surveys and the teacher interviews were coded and analyzed for common themes. The research questions that dictated the direction of this study included: Is student engagement altered by use of differentiated curriculum, if so is it increased or decreased with more appropriate assignments for gifted students? Do students put forth the same effort with more complex assignments as with easier assignments? Do fifth-grade gifted students show signs of a lack of student engagement? Further research may include expanding the study to include more students from various school districts to ascertain if the findings are consistent with other groups of students.
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Gonçalves, Fernanda do Carmo, and Fleith Denise de Souza. "Creativity in the regular classroom: perceptions of gifted and non-gifted students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99679.
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This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.El presente estudio compara la percepción de clima para la creatividad en el aula, en las clases de Matemáticas y Lengua Portuguesa, entre alumnos superdotados y no-superdotados, así como investiga la relación entre creatividad y percepción de clima para la creatividad. Participaron 21 alumnos superdotados y 27 no-superdotados del 6° año de enseñanza fundamental de una escuela fiscal de Brasil. Los resultados muestran que los alumnos superdotados evaluaron el apoyo del profesor hacia la expresión de ideas del alumno en el aula de Matemáticas de manera más positiva comparado a los no-superdotados. Asimismo, los alumnos superdotados presentaron mayor interés por el aprendizaje en esta asignatura en comparación a la de Lengua Portuguesa. Se encontró correlación positiva entre la creatividad y la percepción de clima en los alumnos superdotados y correlación negativa en los no-superdotados.
11
Greene, Debra Blatt. "An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.
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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon.
At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the
sociometric results.
The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant difference. During observations, the gifted students displayed approximately the same amount of positive verbal behaviors as the gifted-creative students. The gifted students did exhibit more isolated behavior, especially during academic tasks, than.did their gifted creative counterparts. The gifted-creative group displayed much more verbal and physical aggression than the gifted group.
This report concludes that in the gifted classroom under investigation, gifted-creative and gifted pupils differ in their peer relationships thus supporting findings documented in past research. However, information from the sociogram seemed to suggest that the gifted-creative students, as a group, achieved higher social status within this gifted classroom than the gifted students.
12
Nelson, Julie E. ""I never knew I was gifted..." the perceptions of minority, gifted students in urban high schools /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211768513.
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Svegreus, Sandra. "Are we forgetting the gifted students? : How English teachers work with gifted students in Swedish upper secondary schools." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55230.
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The aim of this qualitative study is to investigate how upper secondary school teachers in Sweden identify and, if they do, support gifted students. Semi-structured interviews were conducted to collect data from seven upper secondary school English teachers in Sweden. The results show that the teachers are able to identify gifted students after they perform certain tests or tasks. All teachers state that it is important to give gifted students the necessary help and attention they need. The methods that were used to support the gifted students were to have flexible assignments that could be adjusted to the individuals’ needs or to provide the gifted students with extra assignments. The teachers state that they find it difficult to meet the needs of the gifted students due to lack of time and because the needs of struggling students are prioritized by the system. In conclusion, the teachers agree that education should be adjusted to all of the students’ different needs, including the ones of the gifted students. It has been reported by the participating teachers that they try to achieve this, yet they are concerned with the availability of their resources and time.
14
Kasinski, Gerald G. "A study of gifted students enrolled in a magnet program compared with gifted students remaining at their home school." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/767.
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Walker, Peggy Skilling. "A Curriculum for Gifted Secondary Science Students." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/320.
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What curriculum can be developed which would provide enrichment for gifted secondary science students, integrate the science disciplines, and provide a format for research?
The purpose of this project is to develop a curriculum which would provide enrichment for gifted secondary science students, integrate the natural science disciplines, and provide a format for student research.
16
Smith, Beverley R. "Gifted Students' Perceptions of High School Transition." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/194.
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This study examined the perceptions of gifted middle school students who attended one of two middle school gifted service options as they transitioned into high school. Gifted middle school students from either a center-based gifted service option or a school-based gifted service option from middle schools in a suburban district in Central Virginia participated in the study. Participants who had completed three consecutive years within the gifted service option were purposively selected for the study. Students completed a pre-transition survey at the end of their eighth grade year and a post-transition survey early in their ninth grade year. The survey asked students to identify their high school program choice and provide a reason for their choice in order to establish high school program choice trends among the different gifted service options. The surveys also assessed the differences in the students’ perceptions of the transition from middle school into the chosen high school as it pertains to academic, organizational, and social constructs of the high school program. Students from the center-based gifted program were more likely to choose to attend one of the regional Governor’s schools, and chose to do so because of personal interest and the perception of academic rigor. The students from the school-based gifted service options were more likely to choose to attend one of the district’s specialty centers, and chose to do so because of personal interest and parental encouragement. Prior to transitioning into high school, both the center-based gifted and the school based gifted students had high perceptions of the grades they earned. However, after transitioning into high school, only the center-based gifted students continued to have a high perception of grades earned. Prior to the transition into high school the center-based gifted students had higher perceptions of the academic, organizational, and social constructs. Differences were not found among the post-transition perceptions of the academic, organizational, and social constructs between the two gifted middle school groups; however, the extremely small sample size of the post-transition survey may have impacted these results.
17
Lee, Marci Lynn. "Differentiated instruction with middle school gifted students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2529.
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The education of all students is important in the school system, however, all students learn differently and are at different levels. One strategy that is used to cope with this issue is differentiated instruction. Di fferentiated instruction is when you teach to the individual student's needs by pre-assessing and determining those needs. If the student already know the information you need to move onto something more challenging for them. Often these gifted students already know the information, since they do come into each grade knowing 50% of the curricula, but quite often they are taught it again.
18
Fernández, Alberto T. "Perceptions of elementary teachers on the characteristics of gifted students in general versus gifted Hispanic limited English proficient students." FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/3307.
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The purpose of the study was to determine whether teachers' perceptions of characteristics of gifted students in general differed from perceptions of gifted students classified as Hispanic and limited English proficient. The study also sought to determine whether the teachers' perceptions differed based on their ethnic backgrounds. Three-hundred seventy-three teachers from nine elementary schools in Dade County, Florida completed a 34-item Likerttype survey on gifted characteristics. The survey contained an open-ended question at the end to elicit comments beyond those covered by the items. Randomly, one-half of the teachers in each school received the survey labeled "Gifted Hispanic LEP" and the other half received the survey labeled "Gifted." Subjects were not made aware that they were given surveys with different labels. Results of a two-way MANOVA indicated that there were significant differences in responses by survey group and by ethnicity, and there was no significant interaction between group and ethnicity. Results of a Spearman Rho test on the rank ordering of responses for the groups found a significant positive correlation, suggesting that both groups perceived a similar order of importance for the characteristics. However, relative importance differed significantly in languagerelated items. There were also significant differences between the groups in the degree to which they rated the characteristics as important. Generally, means of the highest ranked items were significantly higher for the group responding to the survey labeled Gifted than for the other group. Similarly, subjects who completed the survey labeled Gifted rated the lower ranked characteristics significantly lower than the other group. Neither group viewed artistic, musical, and kinesthetic abilities as important characteristics of giftedness. However, teachers in the Gifted Hispanic LEP group rated these characteristics significantly more favorably (although still low). Hispanics tended to rate the items higher than the other two ethnicities, although significant differences existed among all three.
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Shapiro, Angela Bianca. "Where are the gifted children? : the representation of gifted students in caldecott medal books." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1054.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Elementary Education
20
Martin, Rosalie Marie. "Math Attitudes of Gifted Students: A Focus on Gifted Girls in the Elementary Grades." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29800.
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This study explored the math attitudes of gifted students in grades three, four, five, and six participating in an accelerated math program with a focus on gifted girls in the elementary grades. Eight of the nine domains of the Fennema-Sherman Mathematics Attitudes Scale (MAS) were used to survey the math attitudes of 267 gifted boys and girls, in grades three through six. The domains explored the math attitudes of students within the following areas; attitude towards success, mother's attitude, father's attitude, anxiety, motivation, usefulness, teacher's attitude, and confidence. This study includes research involving gifted education; math attitudes, and educational applications of Bandura's social learning theory.
Survey responses were used to compile descriptive and inferential statistics. Using the Statistical Package for the Social Sciences (SPSS) and a predetermined alpha level of .05, a multivariate analysis of variance (MANOVA) compared the groups within the domain clusters. Data analysis yielded two significant main effects in anxiety (.002) and motivation (.008). Anxiety emerged as the most significant finding of the study. Girls revealed more negative math attitudes compared to the boys at all grade levels. Interaction in motivation between fourth and sixth grade and fifth and sixth grade were significant at the.05 level.
The results of this study may be used as a vehicle or catalyst for the implementation of a school or district wide training program for teachers of gifted students. These results could be used to spawn discussions with guidance counselors and others investigating the emotional and academic implications of accelerated math programs.Ed. D.
21
Hile, Olivia M. "Agriculture Teacher Attitudes Regarding Gifted Education and Teaching Gifted Students in the Agriculture Classroom." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7689.
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Agriculture teachers are responsible for a wide variety of students in their classrooms. It was unclear before this research how much preservice teacher instruction agriculture teachers were receiving to prepare them to teach students identified as gifted. This research aimed to measure teacher attitudes, characterization of gifted students, professional development needs, and related demographic information. Of the agriculture teachers who completed a traditional teacher preparation program, 54.50% felt that they were adequately prepared to meet the needs of gifted students in their classroom.
Participants characterized gifted agriculture students as outstanding problem solvers, quick to memorize information, and excellent in science. They did not characterize this group of students as excellent entrepreneurs, very active in FFA, and excellent leaders. These characteristics have implications for how to work with this population of students, such as using problem-based learning and integrating more science content into the classroom. By analyzing results of the importance and ability needs assessment, professional development is needed in creating challenging classroom content, differentiating instruction, and teaching problem solving skills specifically to teach gifted students in their classrooms.
22
Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.
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Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.
23
Casey, Kerry M. A. "The particular value of mentorships for gifted students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/MQ37196.pdf.
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Ng, Man-him. "Self-regulated learning strategies of mathematically gifted students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37235096.
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Ng, Man-him, and 吳文謙. "Self-regulated learning strategies of mathematically gifted students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37235096.
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Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.
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Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.
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Crutcher, Darren Chase. "Gifted Students in Poverty's Perceptions of Blended Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7862.
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Students who are raised in poverty and are not adapted to technology use have less positive learning experiences with technology usage than other students. The purpose of this qualitative study was to explore students' perceptions of blended learning among gifted students who are enrolled in the free and reduced lunch program in a public high school district in the southeastern United States. Davis's version of the technology acceptance model was used as the conceptual framework. The research questions explored the perceptions of these gifted students when they are taught using blended learning in terms of their attitudes, perceived usefulness, perceived ease of use, and behavioral intentions. For this exploratory case study, interviews were conducted with 10 gifted high school students. After manual and digital coding, the emergent themes were an overall positive perception of blended learning. The participants had a positive attitude toward educational technology and also an overwhelmingly positive outlook on behavioral intentions of using education technology. The participants also felt that the perceived usefulness and the perceived ease of use of blended learning platforms were attainable for them. This research may encourage positive social change by providing a needed resource for teachers, parents, and technology coordinators who work in low socioeconomic areas because there is very little research on gifted students in poverty and their use of blended learning. The results of this study indicate that students in poverty could use blended learning for gifted programs and advanced courses that might not be available at their local school in a low-income area.
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Young, Catherine Mary. "Identification of gifted students in Australian Catholic primary schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/01b2b8b2a32763aaf35541ff6ccfa950caea3adaf7ee759109aea698def025c4/2418664/0-YOUNG_2019_Appendices_Indentification_of_gifted_students.pdf.
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The research investigated the problem of identification of giftedness in primary-aged school students. The study was conducted in primary schools in a large Australian metropolitan Catholic education system, referred to in the study as the system that claims best practice and has historically provided strong support for the specific needs of students with learning difficulties. Gifted education is, however, new to the culture of this system of schools and the under-identification of gifted students has been identified as a matter of concern. The scholarly literature provides considerable research regarding teacher attitudes and their impact on gifted education and gifted students, but little research has been undertaken to investigate the impact of teachers’ knowledge, attitudes and experiences on the identification of giftedness. To address this gap in the research, the present study examined the question: How is the identification of giftedness of students in primary schools influenced by the knowledge, attitudes and experiences of principals and teachers?
Using a mixed methods design within the paradigm of pragmatism, the research data were collected in two phases: the collection and analysis of quantitative data at a system level through an online survey, and case study involving analysis of school documentation and semi-structured interviews across six sites.
In Phase One, the online survey was distributed across the system of 111 Catholic primary schools. The responses from the system-wide survey assisted in the selection of schools with high and low rates of identification of gifted students as case study sites for the second phase of the study. In Phase Two, a total of six principals and 44 teachers participated in the case study from across six sites selected as three successful- and three non-successful schools. Phase Three included the final synthesis and analysis of all data. The data collected sought to determine the knowledge, attitudes and experiences of teachers and leaders, and school approaches and practices of identification, and their influence on the identification of giftedness in these schools.
The central findings of the study are reflected in a proposed model, which elucidates specific elements in relation to knowledge and attitudes of educators, and the approaches and practices of schools, towards gifted education and identification of giftedness that enable the effective identification of giftedness. Within knowledge, the levels of training and the significance of understanding the multidimensional nature of giftedness were identified as core to the process of identification of gifted students in the primary school setting. Positive attitudes towards giftedness, and a shared responsibility for the identification process, among the school leadership and teachers leads to effective identification. The research also found that sharpened focus on identification through leadership, embedded school-wide policy and practices, provision of resources, and ongoing professional learning are key elements of effective identification. Essential to the identification process is the involvement of teachers and leaders in early and ongoing identification practices using a range of accessible objective and subjective measures.
The model highlights the complex interplay of factors that contribute to effective identification of giftedness and the significance of teacher, leader and systemic commitment to gifted education. The research findings and recommendations have significance from the perspective of educational system leaders and school-based practitioners who have the challenge of effectively identifying, and responding to, the needs of their gifted students.
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Hopson-Lamar, Rochelle Lenea. "No Child Left Behind Act the impact on the performance levels of gifted students relative to those of non-gifted students /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Holland, Susan M. "Attitudes toward technology and development of technological literacy of gifted and talented elementary school students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).
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Micko, Karen J. "Descriptive cases of gifted Indian American students and their families." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1440174312.
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Adler, Teddi. "A Study of the Programs and Services for Intellectually Gifted Students in Northeast Tennessee Public School Systems." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1897.
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The purpose of this qualitative study was to gather data from a variety of sources including teachers, special education directors, and the state director of gifted education to determine what gifted programs and or strategies are currently being offered in the selected schools and to explore emerging strategies in the education of intellectually gifted students in the Bristol Tennessee School System, Johnson City School System, Kingsport City School System, Sullivan County School System, and Washington County School System.
The interviews were tape recorded and transcribed verbatim. The findings were presented relative to the research questions. While the education provided to intellectually gifted students in Upper East Tennessee is varied, the options for educational programming and instructional strategies are modeled after the suggested programming options and instructional strategies mentioned in the research literature by prominent experts in the field of gifted education. The use of these options and strategies varied from system to system and sometimes from school to school.
Although the education for the intellectually gifted student in Tennessee is mandated under the umbrella of special education, programs are often based on financial support from the various systems. Recommendations include continuing an emphasis on differentiating the curriculum to provide academic challenges beyond the regular classroom, providing opportunities for increased instructional time, and garnering the support of educational administrators.
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Skinner, Geraldine, and n/a. "Cognitive style and social needs of academically gifted children." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.
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Most departmental policy statements on the education of gifted
and talented students recommend their retention, where
possible, in mainstream classes in neighbourhood schools. The
educational experience in such classes, of 14 students identified as
academically gifted by their teachers, was investigated using a
case study approach. Their cognitive style was studied by
reference to information processing strategies as revealed in
WISC-R subtest scores. Interpersonal and communication skills
were investigated through classroom observation and structured
interviews. The theories of deviance and authority were applied
in interpreting this data.
Results indicated relationships between students' cognitive style
and teachers' identification methods, and between students'
cognitive style and their school satisfaction. Sex differences in
teacher response and student interaction were also noted.
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Perline, Kayleigh. "A REVIEW OF OUT-OF-SCHOOL PROGRAMS FOR GIFTED STUDENTS." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532950492037513.
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Kidner, Cindy L. (Cindy Lee). "Increasing Differentiation on Vocational Assessments among Gifted High School Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278958/.
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Multipotentiality makes career counseling with gifted students difficult. High-flat vocational profiles give the impression that gifted students can develop a wide range of abilities to an equally high level. High-flat vocational profiles may be due to assessments that consider abilities and disregard interests and values, and ceiling effects from the use of age-appropriate, rather than cognitively-appropriate measures. Subjects included 170 gifted students from a residential, early college entrance program (M=15.9 yrs., SD=.361). Subjects completed the Scholastic Aptitude Test, Self-Directed Search, and Study of Values. McNemar's Test of Correlated Proportions shows the proportion of multipotential profiles decreases significantly when cognitively-appropriate measures of interests and values are considered, in addition to abilities. Pearson Chi-square shows no ethnic differences.
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Sinatra, Anne. "Differences in Academically Gifted Honors and Non-Honors Students." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1000.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
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Avila, Jose Manuel. "The relationships among gifted program placement, self -concept, and academic achievement of gifted ninth-grade students." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2437.
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Previous research has documented a link between the self concept and academic achievement of gifted children. The purpose of this study was to examine the relationships between self concept and academic achievement of ninth grade gifted students who participated in two types of gifted programs (gifted classes versus enrichment programs) from fourth to sixth grade. In addition, this study sought to determine whether there are any differences in these relationships by continued participation in gifted programs, ethnic groups, and gender. The target participants were 105 ninth grade students, of which 52 chose to participate in completing the Tennessee Self Concept Scale-2 and to provide additional information. The students' Stanford Achievement Test - 9 scores from eighth grade were obtained as measures of academic achievement. The purpose of the study was fulfilled with an ex-post facto design. The results indicate that students who participated in gifted classes from fourth to sixth grade did not demonstrate a significantly higher total self concept compared to enrichment program students. Students who previously participated in gifted classes obtained higher Moral and Family self concepts and significantly higher total reading scores than enrichment program students. However, it was found that both the gifted class and enrichment program students were underachieving academically at the ninth grade level. Results indicate that students participating in gifted programs at the time of this study, regardless of previous program participation from fourth to sixth grade, obtained significantly higher reading and math scores. No significant differences were found with regard to self concept. A significant correlation was found between reading and Moral self concept. No significant differences in self concept based on gender, ethnicity, or social economic status were found. No significant differences in achievement based on gender or social economic status were found. Hispanic students scored significantly lower than Asian students in math. Implications for gifted education, underachieving gifted, and implications for research in this field are discussed.
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Frost, Mark D. "Talented students, academic achievement and self-esteem : longitudinal comparisons of gifted versus not-gifted program placement /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9812949.
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Hilaael-Badillo, Natale N. "Identification of Gifted Learners in an Urban Elementary School: What is "The Gifted Spark"?" Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1610556258230318.
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Taylor, Tracy. "Gifted Students: Perceptions and Practices of Regular Class Teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1933.
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The purpose of this research was to examine provision of differentiated learning experiences for gifted students in regular classes in Western Australian primary schools. Specifically, it was intended to explore differentiation strategies used with gifted students, issues faced by teachers in their efforts to provide for their gifted students, and teachers’ suggestions on solutions for these issues.
Presently reality in Western Australia is that gifted primary students spend at least 90% of their time at school in regular classes. Therefore, the regular class teacher’s role in implementing appropriate learning opportunities for these students is critical. Relevant literature clearly identifies the need for gifted students to engage in educational experiences commensurate with their abilities, and raises concerns that gifted students are not receiving appropriate differentiation in their educational programs. The lack of local research in this area makes it difficult to reach informed decisions about the appropriateness of current provisions for gifted students in regular classes, or to identify potential issues and solutions for teachers who try to do so.
A state-wide survey of Year 5 teachers provided information about regular class practices for gifted students, and issues for teachers in providing for their gifted students. Responses suggested that little differentiation takes place for gifted students, and that issues for teachers included time, resources, range of students, and knowledge in differentiating curricula effectively. Focus groups discussions with regular class teachers, and interviews with gifted education specialists, provided in-depth information about teachers’ issues, as well as possible solutions to these issues. Analysis of teacher education courses from 35 universities across Australia showed that there is a distinct lack of teacher education in this area, both in undergraduate and post-graduate courses.
This study found that teachers are concerned about a range of class management issues, and have limited knowledge about giftedness and teaching gifted students. Recommendations from this research include providing teachers with appropriate professional development regarding gifted students, and direct support to implement differentiation in their regular classes.
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Case, Gerald D. "Career development of gifted and regular elementary school students." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862265.
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The purpose of this research was to investigate career development of gifted and regular elementary school students. Students in grades four through six from a university laboratory school were examined by ability, grade level, and gender in several areas of interests, using the Holland (1985a) Theory of Vocational Personalities and Work Environments.The Self-Directed Search - Form E (SDS-E; Holland, 1985b) and The Occupational Alternatives Questions (OAQ; Slaney, 1980) were administered to 148 students, 34 of which had been identified as gifted. Holland (1985b) SDS codes were assigned to the SDS obtained scores and the stated occupational choices. Prestige of occupational choices were also assigned, using the socioeconomic index of Stevens and Cho (1985).Demographic variables and hypotheses were tested by MANOVA and ANOVA statistical procedures to determine the nature of relationships between variables.Results indicated overall significant main effects in the MANOVA of obtained SDS codes for the independent variables of grade, sex, and ability. Males scored higher than females on the Realistic code. Females scored higher on the Artistic and Social codes. Gifted students scored higher on the Investigative code. On the ANOVA of the differential variable, there were significant differences by grade and sex, with fifth grade students and females more highly differentiated.Department of Counseling Psychology and Guidance Services
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Miyares, Gloria. "Underachieving Gifted Science Students and Multi-User Virtual Environments." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/250.
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Gifted children possess incredible abilities and talents. In spite of this, some gifted learners academically underachieve and are at-risk for not completing high school. In the area of gifted student underachievement, research has not provided education stakeholders with concrete answers as to why these students underachieve or provided the best intervention strategies to help these students succeed. These shortcomings have not prevented researchers from further exploring gifted student underachievement, and the focus of current research is based on the lack of student motivation due to boredom in academic tasks which are not challenging or engaging.
A reciprocal relationship could possibly exist between motivation and academic engagement. This relationship could ultimately influence academic achievement. A shift in pedagogical strategy from a teacher-centered environment to a student-centered environment may have to occur to facilitate student motivation and engagement. This shift can be made by integrating technology into the gifted student curriculum. The integration of technology has demonstrated to be a viable student centered teaching strategy, supporting gifted students' cognitive abilities.
This research study investigated the effects of a Multi-User Virtual Environment (MUVE), River City, on the motivation and academic achievement of underachieving gifted seventh-grade science students. Research results revealed the students using the MUVE had significantly higher overall intrinsic motivation and science intrinsic motivation than the control group. Results also revealed the experimental group did not have significantly higher academic achievement than the control group. These findings impact the field of gifted education by providing an intervention strategy for the target population; contribute to the field's knowledge base by demonstrating that River City can be used to increase the science intrinsic motivation of the target population, and to conduct further studies. These results also contribute to professional practice by providing educators with a pedagogical strategy that increases science intrinsic motivation in underachieving gifted seventh graders. Implications for future research involve replicating the study for more than 10 weeks and investigating the use of subject specific MUVEs. Recommendations comprise transitioning toward a student-centered environment, using alternative forms of assessment, and the school district providing more professional development in the use of MUVEs.
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Parrish, Donna North. "An American History Curriculum for Eighth Grade Gifted Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/675.
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The curriculum developed in this project was designed to meet the requirements of the Clay County gifted program. It provides a comprehensive American history curriculum, discovery through the Civil War, to promote mastery of the content area, increase involvement and interest of students in learning through the reduction of irrelevant and redundant material, and encourage individual initiative for one/sown investigations.
The program consists of a series of independent studies in which the teacher is a facilitator who sets the stage and encourages students' endeavors. The study units developed for this project include objectives representing all levels in Bloom/s Taxonomy.
The curriculum was evaluated by pilot-testing and surveying the students involved, as well as by surveying a team of teachers of the gifted and a university faculty member in social studies education.
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Rodrigues, Maia-Pinto Renata, and Fleith Denise de Souza. "Learning acceleration for gifted students: Favorable and unfavorable arguments." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102530.
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This paper analyzes acceleration in education as a practice for meeting the educational needs of gifted students, and points out favorable and unfavorable arguments on the use of this practice. Acceleration is an educational practice consisting of several teaching strategies designed to encourage academically gifted students and reduce their time spent in school. It promotes faster learning by matching the curriculum to the student’s level of knowledge, interest and motivation. There are several arguments in favor of acceleration, such as the improvement of academic performance, self-esteem and student’s social adjustment. However, educators are reluctant to implement this practice, arguing that students may be immature or lose part of the content of the regular curriculum.Se analiza la aceleración de la enseñanza como práctica de atención a las necesidades educacionales de alumnos superdotados y se presentan argumentos favorables y contrarios. La aceleración de la enseñanza es una práctica educacional compuesta por diversas estrategias para estimular al alumno académicamente superdotado y reducir su tiempo de permanencia en la escuela. Promueve un aprendizaje más rápido al equiparar el currículum al nivel de conocimiento, interés y motivación. Son varios los argumentos a favor de la aceleración, como mejora del desempeño académico, la autoestima y el ajuste social del alumno. Sin embargo, educadores se resisten a implementar esta práctica alegando que los alumnos pueden ser inmaduros o perder parte del contenido del currículum regular.
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Ellett, Phyllis B. Baker Paul J. "Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128273.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.
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Chan, Suet-kwan Peggy. "A case study of a saturday program for gifted and talented students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35322366.
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Curry, Brenda Lierin. "An Analysis of Program Options for Gifted Middle School Students." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277734/.
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Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.
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Tudor, Patti, and University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.
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Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.vii, 111 leaves ; 29 cm.
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Hoyt, Sara L. "An untapped resource middle school students' perceptions of their gifted and talented program /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hoyts.pdf.
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